Induction Module - Feedback

Methods & Media

Tone & Voice

Use a variety of methods such as Audio, Written, and Gestural to create connections and build relationships with learners.

Be careful with tone. Use positive or neutral tones to make corrections. Negative toned feedback discourages learner effort.

Feedback

Educative in Nature

Continuous

Use comments to teach rather than to justify the grade. Focus on what you'd like learners to address in their future work.

Feedback can help students gain confidence, self-awareness, and enthusiasm for what they are learning.

Plan early opportunities for learners to get feedback on ways of thinking, writing, or problem solving that will help them later.

Question

Actionable

Effective feedback is objective, specific, and future-focused. It helps learners know what they need to improve and how to do so.

In your final comments, ask questions that will guide further inquiry by learners.

Are you using the same feedback over and over?

Try Snippets

4 Questions to consider

1. What can the learner do?

3. How does the learners's work compare with others?

2. What can't the learner do?

4. How can the learners do better?

Make Feedback Personal

Using a variety of feedback media can help strengthen connections with learners.

• Audio feedback recordings
• Video feedback walkthroughs
• Written feedback on assessment questions
• Summary feedback ending assessment
• Email feedback for ongoing issues

Try using the Grammarly Snippet extention!

Link

Anytime /U3T is typed it will be replaced with the identified text! This text can then be edited for individualized feedback specific to the learners work.

Creating Actionable Feedback

When providing feedback, consider adding information to address the following statements

• Where they are going and what their goals are.
• What progress they have made so far.
• How they are doing on the current task
• What needs to change to continue moving toward their goals.

Avoid empty praise by elaborating

Focus on the skill or process, not the person

Focus on future goals

Asking Questions for Growth

Asking questions in feedback can help students reflect on their learning process and consider ways to improve

As teachers, our questions should be aimed at optimizing student growth. General statements imply that learning is done; questions open new doors.

• Open-ended questions: Ask learners about their thought and feelings about a lesson or what they have learned.
• Questions about the learning process: Ask learners about their actions in class, such as what they contributed, what the did well, or how they helped others.
• Questions about improvement: Ask learners about skills they'd like to improve and how the course can help.
• Questions about thinking: Ask learners to explore their thinking by analyzing errors and considering their strengths and weaknesses

Cheryl Wilson ASCD Emerging Leader

Feedback is Essential

Keep these 7 keys to feedback in mind when providing supports to learners

• User-Friendly
• Ongoing
• Consistent

• Goal Referenced
• Tangible Results
• Actionable
• Timely

Ongoing Feedback is Important

Feedback before learning sets the stage for instruction and success. Asking questions before learning helps learners identify learning goals, ensures shared expectations, and can foster a sense of choice.

Feedback during learning enables learners to see feedback as informative rather than evaluative. Check for understanding prompts or games such a kahoot are great ways to identify areas of confusion about learning and provide feedback.

Feedback after learning should be clear and useful to provide a way forward. The best feedback after learning should be timely, actionable, and applicable to current and future work.

Tone & Voice Shapes Your Classroom

Do More

• Focus on the work, not the learner
• Be Specific
• Consider questions over statements
• With (+) stick to process, with (-) stick to progress

Consider verbal and non-verbal communication.

Feedback examples

Needs Improvement- It looks like you didn't fully understand the content. Review the topics you missed and try again. Better- I noticed a few content errors in the project you submitted. Let's take a look at them together to develop a better process. Even Better- The submitted project does not accurately describe the impacts seen on the environment. Review the information from lesson 3.2. What information from the lesson could help refocus the project? Use this information to map out the rest of the assignment details.